Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Calculus Iii: Under The Influence Of Peer Instruction, Alan Von Herrmann, L. Jeneva Clark
Calculus Iii: Under The Influence Of Peer Instruction, Alan Von Herrmann, L. Jeneva Clark
Journal of Humanistic Mathematics
In peer Instruction, students engage with core course concepts and then explain those concepts to one another in small groups. Unlike in lecture format, peer instruction involves every student in the class. In Spring 2019, the first authot began using a modified version of peer instruction in Calculus III classes. He started each class by discussing important Calculus III concepts from three standpoints (the formula, the geometry behind the formula, and the physics behind the formula). During the last 20 minutes of each 50-minute class session, he polled the students using questions in the “Goldilocks Zone” – not too hard …
Calculus Problems, Joshua N. Cooper
Calculus Problems, Joshua N. Cooper
Journal of Humanistic Mathematics
No abstract provided.
A Truly Beautiful Theorem: Demonstrating The Magnificence Of The Fundamental Theorem Of Calculus, Dan Mcquillan, Darlene M. Olsen
A Truly Beautiful Theorem: Demonstrating The Magnificence Of The Fundamental Theorem Of Calculus, Dan Mcquillan, Darlene M. Olsen
Journal of Humanistic Mathematics
In standard treatments of calculus, the Fundamental Theorem of Calculus is often presented as a computational method to evaluate definite integrals, with such powerful utility that one is tempted to overlook its beauty. To improve students' appreciation for the first part of the Fundamental Theorem of Calculus, we suggest a few classroom examples focusing on the accumulation function, to be introduced early and often throughout an introductory calculus course. These examples are small enough that they would not necessarily result in changes to a typical course schedule; yet we believe their contribution to student understanding can be significant. Furthermore, such …
The Case Of The Missing Speedometer: The First Day Of Calculus, Marion D. Cohen
The Case Of The Missing Speedometer: The First Day Of Calculus, Marion D. Cohen
Journal of Humanistic Mathematics
This article describes the way I've been teaching the first day of Calc I, my single-variable Calculus class. By the end of the hour students have (A) dictated difference quotients for me to write on the board, (B) dictated one example of the limit of difference-quotients definition of derivative of a function at a point, and (C) calculated a few derivatives. The more rigorous definitions of function, of operations on functions, and of limits can wait until later. This approach has been very successful, and students have said they "get it this time around."